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The Influence of Metacognitive Instruction of Written Expression on Positive Transfer

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This study examines the hypothesis that human instruction in metacognitive writing, together with writing software, will produce more effective internalization and transfer than either one alone. Two variables were investigated: (a) metacognitive instruction versus traditional teaching, and (b) Nvo, a writing software package, versus Qtext, a word processor. One-hundred-and-thirty- six seventh graders were randomly divided into four intervention groups, with the variables combined in a 2×2 array. Each group received 48 hours of intervention, spread over three months, as an integral part of the curriculum. Results showed a greater improvement in learning and positive transfer in the group exposed both to metacognitive instruction and Nvo.
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Document Type: Research Article

Affiliations: Bar Ilan University

Publication date: January 1, 1999

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  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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